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Abstract

Objective: To investigate the impact of an instructional program based on the Transformational-Generative (TG) Theory on improving the writing skills of eleventh-grade female students in Jordan. This may lead to designing an instructional program to improve the writing skills of secondary school students. Methods: The study sample consisted of 76 female students, purposefully selected from a school affiliated with the Directorate of Education in the University District. Through random assignment, the experimental group (11/A), comprising 39 students, was taught using the program based on the TG Theory. In contrast, the control group (11/B), consisting of 37 students, received instruction through the conventional curriculum. To achieve the objectives of the study, the researchers developed a teacher’s guide based on the TG Theory, a list of writing skills and their criteria, and a writing test administered to both groups before and after instruction. To answer the research questions, descriptive statistical methods, multivariate analysis of covariance (MANCOVA), and ANCOVA were employed. Results: There are statistically significant differences between the mean scores of both groups on the writing test, attributed to the effectiveness of the program based on the TG Theory in favor of the experimental group. Except for “style” and “rhetoric” dimensions, there are statistically significant differences between the mean scores of both groups across other writing test dimensions in favor of the experimental group. Conclusions: The researchers recommend designing instructional activities grounded in the TG Theory to enhance writing and other Arabic language skills among students of all grade levels.

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